摘要：AbstractThe presence of certain developmental disorders at young children, determined by the particularities of their psycho- physical structure, educational influences, the existence of deficitary imitation models and the action of harmful factors, may lead to speech disorders. In the act of didactic communication, teachers must intentionally use a wide range of non-verbal techniques, with the aim of strengthening the role of verbal stimuli, capturing the attention of children, facilitating the processes of optimal communication and relating to those around. This can lead to improved quality of the interpersonal relationships of the child with language disorders, encouraging him to develop his own identity, accept himself unconditionally, recognize his skills and improve his self-esteem, and stimulate the increase in motivation of the children to participate in instructive-educational dialogues and activities.
关键词：barriers in communication;speech disorders;developmental disorders;marginalization;school failure;total communication.
